Critical analysis of administrative structure of Education system at state level
DEPARTMENT OF EDUCATION ALIGARH MUSLIM UNIVERSITY ALIGARH
By- G. Husain
Educational Administration: Structure, Functions and
Processes at State
Government Level
Introduction
Educational administration is concerned with formulating
general plans and policies for education. Educational administration is a
discipline within the study of education that examines the administrative
theory and practice of education in general and educational institutions and
educators in particular. The field ideally distinguishes itself from
administration and management through its adherence to guiding principles of
educational philosophy. Educational administration is the study and practice of
managing the resources, tasks and communications involved in running a school.
The goal of the administrator is to keep the school's overall
process flowing smoothly, making decisions that facilitate successful
education. The administrator identifies and articulates a school's mission and
goals and makes them happen by implementing programs, delegating tasks and allocating
resources.
At the national level, MHRD feels that there should be close
and continuous consultation between the Central and State Governments in the
true spirit of partnership. As the present administrative set-up believes in
decentralization, but in order to keep a balance, there should be delegation of
responsibilities and powers from the centre to the state in order to bring
equality of educational opportunity.
The Human Resource Development ministry plays a significant
and remedial role in balancing the sociology-economic fabric of the country in
education sector. Since citizens of India are its most valuable resource, our
billion-strong nation needs the nurture and care in the form of basic education
to achieve a better quality of life. This warrants an all-round development of
our citizens, which can be achieved by building strong foundations in education.
Currently, the MHRD works through two departments:
Department
of Higher Education:
The Department of Higher Education takes care of what is one of the largest Higher Education systems of the world, just after the United States and China. This Department is engaged in bringing world class opportunities of higher education and research to the country so that Indian students are not finding any lack or face an international platform. For this, the Government has launched joint ventures and signed MoUs to help the Indian student benefit from the world opinion.
Department of School Education and Literacy:
The Department of School Education &Literacy is responsible for development of school education and literacy in the country. This Dept. has its eyes set on the “universalization of education” and making better citizens out of our young brigade. For this, various new schemes and initiatives are taken up regularly and recently, those schemes and initiatives have also started paying dividends in the form of growing enrollment in schools.
Educational Administrative Setup of Higher Education at State Government Level:
India is the seventh largest country in the world in terms of area and the second largest in population comprising 29 States and 7 Union Territories. The Indian Union presents a complex picture in terms of diversity and heterogeneity of the states and union territories in terms of geographical area, climatic conditions, population size, density and social and economic characteristics. The Constitution of India defines administrative and other responsibilities of the States and the Union. Under the Seventh Schedule of the Constitution the legislative matters have been put into the Union List, the State List and the Concurrent List. The 42nd amendment of the Constitution placed education in the Concurrent List, while before it education was in the State List except for certain specified items in the Union List. The objective of incorporating education in the Concurrent List was to facilitate evolution of all-India policies in the field of education. States, however, continue to exercise main responsibility for planning and administration of school education. Higher Education is the shared responsibility of both the Centre and the States. Following bodies determine and maintain standards for higher education and funding at the national level:
UGC (University Grant Commission)
The UGC, however, was formally established in November 1956 as a statutory body of the Government of India through an Act of Parliament for the coordination, determination and maintenance of standards of university education in India. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The head office of the UGC is located in New Delhi, with two additional bureaus. At present, the main categories of University-level Institutions are: Central Universities, State Universities, Private Universities, Deemed Universities, UGC Affiliated colleges and Autonomous Colleges.
All India Council for Technical Education (AICTE)
The All India Council for Technical Education (AICTE) was set up in 1945 as an advisory body and later on in 1987 given the statutory status by an Act of Parliament. The AICTE grants approval for starting new technical institutions, for introduction of new courses and for variation in intake capacity in technical institutions. The AICTE has delegated powers to the concerned state governments to process and grant approval of new institutions, starting new courses and variations in the intake capacity for diploma level technical institutions. It also lays down norms and standards for such institutions and ensures quality development of technical education through accreditation of technical institutions or programmes. In additional to its regulatory role, the AICTE also has a promotional role which it implements through schemes for promoting technical education for women, handicapped and weaker section of the society promoting innovations, faculty, research and development, giving grants to technical institutions. The technical institutions under the AICTE include postgraduate, under-graduate and diploma in the whole spectrum of technical education covering engineering/technology, pharmacy, architecture, hotel management and catering technology, management studies computer applications and applied arts and crafts.
National Council for Teacher Education (NCTE)
National Council for Teacher Education (NCTE) is an Indian government body set up under the National Council for Teacher Education Act, 1993 in 1995. The main function of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of norms and standards in the teacher education system and for matters connected therewith. This council functions for the central as well as state governments on all matter with regards to the teacher education. There are some other national bodies which are responsible for providing education in their own field like Medical Council of India (MCI), Indian Council of Agricultural Research (ICAR), Veterinary Council of India (VCI), Council of Architecture (COI) etc. Except these national level bodies, some states also have Higher Education Councils as also senior government functionaries (Secretaries) for higher education at the State Government level to affect higher education administration in their respective states.
Educational Administrative Set Up of School Education at State Government Level
The structure of school education refers to the ladder of education at school level. This can be visualized from two perspectives viz. academic and administrative. Within a state there is generally a four-tier structure of administration division: district, taluka/tehsil/block, and village. The district has been so far the most important unit of administration. Some of the states have introduced the system of Panchayati Raj, generally a three-tier structure of local self- government in rural areas at the village, block and district levels. Two recent constitutional amendments have bestowed on the local bodies in rural and urban areas constitutional status and specific functions including education, covering education upto secondary level, technical training and vocational education, adult and non-formal education. These amendments will strengthen decentralized management of education at the grass-root level. At State level the position differs at different levels. Some States have separate Departments/Ministries' like Higher Education/ Technical Education/School Education etc. At the pre-primary stage (0-6 years) there is the attempt to establish a linkage between elementary education and other development programmes including the Integrated Child Development Scheme (ICDS), for which Balwadis/Anganwadis or Day-Care Centres vere opened. Some schemes are run by state government along with NGOs working in the field. The principle of decentralisation has been extended to the management of primary education and Village Education Committees (VECs) have been set up in many parts of the country. These Committees are responsible for the enrolment and retention of children in schools, supervise the functioning of schools, check teacher absenteeism and mobilise additional resources for the schools. Thus, attempts have been made to elicit community participation not only in the preparation of educational plans but also in the administration of education including mobilisation of additional resources. District Boards of Education (DBE) plans and administers education at the district level. District-specific plans have been developed to increase infrastructural facilities, develop instructional material, train teachers, etc.
Responsibilities of the State Government regarding School Education
a) To establish and maintain educational
institutions.
b) To recognize for the establishment of schools.
c) To provide grants to schools managed by|
private governing bodies.
d) To pass laws for different types of school
education.
e) To supervise school through DEO's and
Supervisors at Block level.
f) To recruit and place teachers in schools.
g) To prescribe the syllabus and supply books.
h) To establish school boards to conduct
examinations.
i) To provide special assistance to poor and
backward students.
j) To organize training programmes for teachers
and supervisors.
k) To initiate action against teachers and schools
in case of any lapse.
l) To feed information to the centre about
schools.
Structure of Educational
Administrative Set Up of School Education at State Government Level.
Functions and Processes of Educational Administrative Set Up of School Education
Education Ministry
The highest authority of education at the state
level is the Minister of Education appointed by the Chief Minister of a state
and is duly elected as the representative of the people. He is accountable to
the legislature. In some states the Minister of Education is assisted by a Deputy
Minister. The Minister of Education formulates the policies in consultation
with the cabinet. He is responsible for the implementation of the policies. He
is assisted by education secretary and DPI (Director Public Instruction).
Functions of Minister of Education are:
a) Formulation of education policies and providing
leadership to the educational programme of state.
b) Framing of policies, procedures, rules and
regulations to determine standard of education.
c) Coordination of the education programme of the
states in order to promote efficiency.
d) Inspection and evaluation to determine
efficiency of the operations.
e) Providing consultative and information
services.
f) To run schools established by government.
g) Promoting research activities related to
education program.
h) Advising the legislature on certain issues and matters and satisfying the legislators about the efficient conduct of educational administration by replying on the questions asked by them.
Usually the education minister is the person
related with education and has experience in the concerned area but many times
he lacks technical knowledge related with it. So, he depends on the officials
for this knowledge.
Secretary
of Education
The head of the secretariat of education is the educational secretary. He is usually assisted by one or more deputy secretaries. Education secretary is generally senior IAS officer. He frames the policies related to education and passes order on behalf of the government. All the government orders are issued on his name. Everyday routine matters of education are disposed of by the educational secretary. Education secretary acts as a link between the minister and DPI (secondary). The director’s proposals are critically examined by the staff of the secretariat before being submitted for the approval of the minister.
Directorate of Education
It is an executive body carrying out the policies
of government. The director of education or director of public instruction is
the highest officer of Directorate of Education. Generally DPI is a technical
expert and chosen for his long teaching, inspecting and administration
experience in the department. As the highest executive he is responsible for
the administration of education in the entire state. Assisted by the number of
deputy and assistant directors he performs the following functions:
● To present proposals of policy to the education secretary and to executive,
if approved by the education minister.
● keep government informed about the conditions and progress of all types
of education and the people's needs and requirements regarding education.
● To supervise, control, inspect and guide the educational
institutions including private institutions in the state.
● To supervise the work of the government officials, inspectors, teachers
of government institutions and to deal with their leave, transfer and
discipline.
● To disburse funds as sanctioned by the government.
● To determine and disburse grant in aids to privately managed institutions.
● To organize training of secondary school teachers.
● To provide expert advice both to the institutions and secretariat.
Circle
Education Officer
Ordinarily every state has
been divided into regions, circles or divisions from administrative point of
view. The organization of education on regional and circle basis has been made
in order to establish and coordinate the functioning of district education
authorities belonging to particular region or circle and for efficient disposal
of official business. These circles come under the supervision of Circle
Education Officer (CEO). These circles are having their own CEO’s. The CEO
carries out the administrative and supervisory work of the whole division. Important
functions of CEO are:
a) To supervise the work done by district
education officer.
b) To give annual increments to the authorities
and the workers.
c) To inspect and supervise the functions of heads
of institutions.
d) To hear the cases of master cadre, lecturer
cadre persons and give judgments regarding their cases.
e) To execute the work assigned to him by the directorate of education. CEO is assisted by Deputy Circle Education Officer in all his works.
District Education Officer
The success or failure of
the programs concerning secondary and elementary education depends upon the
activities at district level. The highest level officer of education at
district level is the District Education Officer or District Inspector of
schools. There are two DEOs in every district, one working as DEO (Secondary)
and other DEO (Elementary). There are other officers to assist them in their
work. Every district of each division has the offices of DEOs stationed at
District Headquarters. DEO performs almost all the functions as are performed by
DPI at the state level. Important functions of DEO are:
a) To give recognition to schools in his district
when the schools fulfill certain conditions.
b) To issue grants to the aided schools.
c) To organize district level sports competitions.
d) To supervise the functioning of school.
e) To carry-out the annual inspection of the
schools.
f) To implement the policies and orders of the
highest authorities regarding education.
g) To give directions to the subordinate staff.
h) To hear cases of teachers and give judgments regarding their cases.
Each DEO is directly associated with the high and senior secondary schools of the district through the headmaster or principal of the school. DEO is assisted by deputy DEO in carrying out his functions smoothly.
Headmaster/ Principal
For the administration of
secondary schools there are headmasters or principals as the head of the
institutions. For high schools there are headmasters, headmistresses and they
get full cooperation of second headmaster. For higher secondary schools head is
called principal and he is cooperated by vice-principal. The institutional head
does the following functions:
● The principal is attached to the school directly, so success of the programs of the school depends upon him. His functions during the year could be studied under these headings: (a) before the starting of the session, (b) during the session, and (c) at the end of the session.
Before the session:
This is the time when headmaster / principal plans the programs for the whole session with the help of his teachers. He makes plan for academic year, to maximize admissions and other works to be performed during the year.
During the session:
During the session Headmaster/Principal is busy in doing routine works, discipline works and other programs.
At the end of the session:
At the end he is busy for the proper conductance
of board examination and other school
examinations to promote the students to the next higher classes.
Declaration of results and to reflect on annual
report, are some of his important functions.
● To make arrangements for the induction of new subject teachers.
● To implements the orders, directions and decision of higher
authorities.
● To make arrangements for various cooperative activities.
● To make provisions for games and sports activities.
● To make daily activities successful.
● To maintain the school building, school furniture, libraries and
laboratories are his main functions.
● To take care of office records and to observe these minutely.
● To lead the teachers and to give them guidance in certain works.
● To make arrangements for examination and evaluation.
Science supervisor
In the education office of every district, there is a post of science supervisor. This science supervisor gets the school’s lecturer’s grade. His function is to observe the science labs of all secondary schools of the districts. The science supervisor checks the schools and sends report to the district education officer.
Block Education Officer
As far as the elementary education is concerned,
the district is divided into Blocks. In each block there is a BEO (Block
Education Officer) which makes sincere efforts to strengthen the School
Management and Development Committees (SMDCs) and arrange training &
orientation programmes to empower them in all respect. He performs following
functions and exercise following powers in his jurisdiction:
a) To deals with matters of all teaching and
non-teaching staff working in the elementary Schools.
b) To forward the matter to concerned District
Education Officers if required to do so as per procedures/rules and directions Issued
from time to time.
c) To deal with all Court matters and assists the
concerned District Education Officer and higher authorities in proper and effective
defence of various court cases pertaining to elementary Education Department
d) To deal with the matters pertaining to recognized
& aided private schools and recognized & un-aided private schools at elementary
Level.
e) To maintain the accounts statements, cash book
and expenditure reports, etc. in respect of funds/grants received under various
schemes.
Centre Head
Teacher
For a group of schools at
elementary level, there is one centre head teacher. The prime role of
a Centre Head teacher is to provide academic and administrative leadership to the School or Centre, and to engage with external
organisations on behalf of the School and Centre. This
involves following general responsibilities:
a) Governance of the School or Centre and the
establishment and development of its strategic direction;
b) Guidance and development of teaching and
research;
c) Guidance and development of staff and the
management of staff related issues;
d) Management of finances and infrastructure
through effective planning, revenue generation, budgeting and expenditure
control;
e) Internationalization of the School or Centre.
Head Teacher
Head teacher has to play seven major roles in an elementary
school;
1. Role in Planning.
2. Role in School
Organisation.
3. Teaching Role.
4. Role in Supervision.
5. Role in Guidance.
6. Role in Maintaining
Relations.
7. Role in General Administration.
Conclusion
Power is decentralised from ministry to panchayat level. Every stage has accountability and
responsibility. The progress of any policy and programme can be checked at each
stage. Probability of error is very minor. If there is any flaw, it can be
removed without disturbing the other part of programme. Policy is framed and
implemented with the coordination of high level as well as low level officer.
That is beneficial to maximum people. But the problem with this system is that
it takes time to implement,while on the other hand some time problem required
immediate action.so overall Structure of education is very logical and well
framed. It caters the need of all. It is a beautiful representation of flow of energy
from higher level to lower level. It is suitable for maintain and ensuring the
quality of education throughout the state.